Artistic Expressions and Physical-motor Education in Childhood

Objectives

By the end of the semester, students should be able:

1. To critically analyze content of arts (A) and Physical Education (PE) curriculum in the contexts of EPE and 1^st CEB.

2. To implement, in A e PE, different levels of outcomes and relevant skills to children´s development in preschool and primary school.

3. To understand the process of learning in arts (A) and Physical Education (PE) .

4. To experience creative, active, significant, cooperative and inclusive practices in arts (A) and Physical Education (PE).

5 .Participate in various researches on the arts education and in motor practices/ sports, in school and non-school context.

Program

1. Teaching physical expression/ education: body expression activities, dance and games (childhood, traditional, sportive) – body, movement, communication process, creative movement and play; adaptation to the aquatic environment; the exploration of nature; gymnastics and rollerblading activities.

2. Teaching musical expression: body, voice, instruments, expression and creation, song and dance.

3. Teaching drama expression: exploration of the body, awareness of body movement, dynamics, knowledge of oneself and others, relations and resources of expression in the process of creating a character.

4. Teaching visual arts expression: development of visual expression; language and visual communication, drawing and free expression, the audio-visual resources and multimedia communication.

5. Teaching expressions through topics and projects (Example: let's be creative, circus arts, regional crafts and/or other contexts of regional culture).

Teaching Methodologies

This course is organized in a continuous perspective concerning theoretical and practical sessions, focusing on research, document analysis, visualization of films; and on the experience of situations where (individually or in groups) students can enrich their capacities and skills in the different áreas AE and PE.

Bibliography

Condessa, I. Pereira, B. & Carvalho, G. (2012). Atividade Física, Saúde e Lazer. Educar e Formar. Braga: UMIEC/CIEC

Condessa, I. (2006). Os Ambientes Facilitadores de Aprendizagem na Educação Física Infantil. Cinergis. Vol. 7, nº 1, Jan./Jun, 9-28. Brasil: EDUNISC.

Schmidt, R.A. & Wrissberg, G.A. (2000). Motor Learning and Performance. (2nd Ed.). Champaign: Human Kinetics Publication.

Sousa, A. (2003). Educação pela Arte e Artes na Educação. 1º, 2.º, 3.º Vol . Col. Horizontes Pedagógicos. Lisboa: Piaget.

Pavodan, M. (2010). Dançar na Escola. Lisboa: Ed.FCG.

Vayer, P.(1992). O Diálogo Corporal, Instituto Piaget: Lisboa.

Landier e Bannet. (1991). Expressão Dramática e Teatro, Edições Asa: Porto.

Beja et al (1996). Drama, Pois! - Jogos e Projectos de Expressão Dramática; Porto Editora, Porto.

Fragateiro et al., (1996). Ensino Artístico. Lisboa: Edições Asa.

Rosa, L. & Calado, F. (sd.). Brincando Com as Expressões: Dramática, Musical, Plástica... Porto: Porto Ed.